Student Case Study

Student Case
Study
Megan Nyland
EDI 310-02
Student Information
● Charlie,Male, Age 7, Caucasian
● Lives with Mother, Step Father, Biological Brother, And Two Step Brothers
● Student likes
● Academic Strengths:
● Academic Needs:
● I selected this student because he has presented that he struggles with
structural changes and presented challenging behaviors in the classroom.
Classroom Context
● The daily schedule is:
● First Grade Classroom ○ Morning Work and Calendar
○ Phonics
● Classroom is in-person ○ Reading
○ Writing
● There are 16 Students ○ Snack
○ Recess
● Students desks are set up in ○ Writing
○ Recess
pairs ○ Lunch
○ Math
● Student is the closest desk to ○ Special
○ Science
the door ○ Dismissal
● Expectations are for the student to be kind to
others, respectful of school and school
property and to be an active learner (be quiet
when teacher is teaching, participate, doing
work in class)
Classroom Management Strategy
The behavior that I observed was the student refusing to do work that the
class was instructed to do.
The strategy that I used was the smiley face behavior plan that was put in
place for the student. The smiley face is moved to a sad face if the student is
not participating.
How the student responded was by doing the work assigned once he was told
his smiley face would be moved to a sad face if he was not going to do his
work.
The behavior I observed was the student hiding under tables and chairs as well as
slamming the door when being confronted about how they hurt another student at
recess.
The strategies used were talking to the student about the event and then removing
the student to the hallway for a private conversation when they hid in the
classroom.
How the student responded was to slam the door when they returned into the
classroom and going to hide again after being told not to slam the door. The student
was then removed from the classroom and brought to the principal’s office.
The behavior I observed was the student refusing to do work that was
assigned and verbally stating he wanted to do something else. Student then
began to swing headphones around by his chair.
The strategies used were moving the students headphones away for their
safety and instructing the student that they would have to do what was
instructed or their smiley face would be turned into a sad face.
How the student responded was by deciding to do their work and was able to
receive their headphones back.
Upon reflection of the strategies that were used on the student, the smiley face
behavioral plan has been very effective. The student is motivated to keep their smiley face
and will do their work when they are reminded that their smiley face will be changed if
they don’t participate.
The second strategy used was an attempt at restorative practices by having a

conversation with the student about what happened and what could have been done.
This did not work as well because the student had shut down very early into the
conversation and was not able to be brought back. The student was able to calm down
while in the principal’s office and was then able to come back to class and talk about the
issue. In this instance I believe that the student needed that time away to reset before
they were able to come back and handle the conversation.
Conclusions
My first conclusion is that that classroom management is much more creative than I thought. You
really need to adjust your behavioral plans to fit each student and what motivates them. There is not
a one size fits all approach that works for behavioral plans. Each plan needs to be curated to fit the
student.
Another conclusion that I came to was that I prefer a classroom management strategy that helps
students with self-management. Being able to manage oneself and your own emotions is a very
important skill for students to learn. The behavioral management plan that was put in place for this
student helps the student learn to self regulate.
My final conclusion is that a behavioral management plan does not always have to be something that
is very detailed and complicated. It can be something as simple as sticky notes on a desk. The
management plans also can adjust as the year progresses and the student understands their
behavior more.
Recommendations
My recommendations would be for the student to have built in break times
throughout the day that the student can take if they need it. During these break times
the student can go out with the social worker for a few minutes to catch their breath.
My second recommendation for the student or students like this would be to use
restorative practices like affirmative questions and statements to help resolve conflicts
that involve the student. This can help students deal with conflict in safe manner.
My final recommendation for students with these behavior problems would be to set
up an individualized behavior management plan for the student. The plan should be
curated to fit the student and the student should have some say in what their behavior
plan looks like. This makes the student feel like they have a say in their own behavior.
Learner Profile
and Analysis

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The second strategy used was an attempt at restorative practices by having a

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